If such topics are already built into the syllabus, you may wish to present your own version (or a selection) of similar guidelines at the start of the term and solicit student input, posting the list to Canvas or distributing via an updated syllabus. As the semester continues and you witness particularly constructive or problematic behaviors, you may wish to revisit and revise this list with your students.
The Harriet W. Sheridan Center for Teaching and Learning
Sample Guidelines for Classroom Discussion Agreements
Adapted from:
- Adams, M., Bell, L. A., & Griffin, P. (2007). Teaching for diversity and social justice (2nd ed.). New York: Routledge.
- Arao, B. & Clemens, K. (2013). From safe spaces to brace spaces: A new way to frame dialogue around diversity and social justice. In L. M. Landreman (ed.) The art of effective facilitation: Reflections from social justice educators, (pp. 135-150). Sterling, VA: Stylus.
- Center for Research on Learning and Teaching. (n.d.). Examples of discussion guidelines [Web log resource]. Retrieved from http://www.crlt.umich.edu/examples-discussion-guidelines
- Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma, and resistance in post-secondary education. Halifax, NS: Fernwood.
- Fox. H. (2017). “When race breaks out:” Conversations about race and racism in college classrooms (3rd ed.). New York: Peter Lang.
- Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race, Ethnicity, and Education, 13(2), 139-157.